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1.
Andrea Oxley da Rocha Diane Alícia Tormes Natassia Lehmann Rafael Santos Schwab Raphael Teixeira Canto 《Anatomical sciences education》2013,6(3):199-204
The use of dissection to study human anatomy is the foundation for educational excellence among future health professionals, as it offers an ideal opportunity to learn the body's morphology in three dimensions while also providing students with a more humanistic education. The shortage of bodies for dissection, combined with the Brazilian population's lack of knowledge concerning the possibility of voluntarily donating their own bodies, led to the creation of the Body Donation Programs for Education and Research in Anatomy at the Federal University of Health Sciences of Porto Alegre (UFCSPA). The program is based on three pillars: Informing the general public about the program, donor registration, and donation itself. Since the creation of the donor program in 2008, there has been an increase in both the number of donations made during donor's lifetime and the number of bodies received by the university. There has also been a shift in relation to the origin of these bodies, as before the creation of the program most bodies were unclaimed cadavers, while today most of the bodies are sourced from voluntary donations. The initial results regarding the public's acceptance of the possibility of making body donations have been encouraging, as shown by the annual growth in donor registrations. Consequently, the quality and quantity of the material available for educational purposes have greatly improved. Anat Sci Educ. © 2013 American Association of Anatomists. 相似文献
2.
Luis Armando Gandin Michel W. Apple 《International Studies in Sociology of Education》2013,23(2):99-116
In this article, the authors describe the ways in which a set of policies has had what seem to be extensive and long lasting effects precisely because these policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. They describe and analyze the policies of the 'Popular Administration' in Porto Alegre, Brasil but, more specifically, they focus on the 'Citizen School' and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state, and education. This set of polices and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical and thick democracy. The reforms being built in Porto Alegre are still in formation, but the authors argue that they have crucial implications for how we might think about the politics of education policy and its role in social transformation. 相似文献
3.
In this article, we situate the processes of educational policy and reform into their larger socio-political context. We describe the ways in which a set of policies has had what seem to be extensive and long lasting effects because the policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. We describe and analyse the policies of the ‘Popular Administration’ in Porto Alegre, Brazil. We specifically focus on the ‘Citizen School’ and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state and education. This set of policies and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical democracy. The reforms being built in Porto Alegre are still in formation, but we argue that they have crucial implications for how we might think about the politics of education policy and its dialectical role in social transformation. 相似文献
4.
John P. Myers 《International Journal of Educational Research》2009,48(1):30-39
The suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers in Porto Alegre, Brazil who were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and classroom materials. This research shows that politics played an important role in their efforts to teach democratic citizenship. Through the teachers’ diverse political experiences and ideologies, they developed different understandings of the relationship of politics with citizenship education that promote democratization and social change. 相似文献
5.
The idea of collective decision making in schools has been a popular democratic educational reform model. One of its claims is that participation in school decision making empowers teachers and improves teaching. This research investigates this claim by exploring seven teachers’ experiences with a unique democratic school reform in Porto Alegre, Brazil, the election of principals by teachers, students, parents, and staff. Results showed that the elections reshaped the school authority relations, resulting in greater freedom for teachers to introduce democratic teaching methods, while articulating the school as a democratic institution and teachers as citizens. 相似文献
6.
Neil Hopkins 《Journal of Philosophy of Education》2014,48(3):416-427
Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored as an example of democratic structures informing educational planning. The work of Paul Hirst, Atli Har?arson and Chris Jane Brough is analysed regarding the issue of curriculum aims and student negotiation. Dewey's emphasis on learning as a collective enterprise will resonate here. Brough offers innovative research on student‐centred curriculum integration that suggests even very young children are able to participate in debate over their own learning. Hirst and Har?arson provide contrasting views on the issue of curriculum aims—Hirst arguing that a curriculum cannot exist without definable aims while Har?arson challenges the very notion of settled aims if students are to be reflexive regarding their education. The article also refers to the work of Alexander on the use of dialogic questioning in the classroom. Such questioning, it is suggested, enhances and encourages collaborative forms of enquiry necessary for a democratic curriculum through discussion between teachers, students and other stakeholders. 相似文献
7.
Fabiano Bossle Rosane Kreusburg Molina 《International journal of qualitative studies in education》2013,26(10):1226-1242
The article systematizes the results of an autoethnography that aimed at understanding the difficulties of the collective work of teachers, their culture and their experience in the context of a municipal public school in Porto Alegre, Brazil. The autoreflexive exercise showed that urban violence leaves profound marks on the culture of the local community, and generates effects on the subjectivity and organization of the work of teachers in this school community. 相似文献
8.
McGill University has continued to maintain whole body dissection as an integral component of its medical school curriculum. To better explore the factors influencing body procurement at McGill University, records of body receipts were collected from their paper and electronic records and analyzed from 1883 to 2019. The data collected allowed for discussion on the number of bodies received at McGill University each year, the age at death of the bodies, their sex, as well as religious affiliation and language spoken at home. As bodies of the deceased have a long held and unique status in law, this information was considered in light of historical and legislative data and, in the case of religion and language, it was compared to census data for Montréal, Québec, Canada. Overall numbers of bodies procured by McGill University have varied throughout the years, with no discernable target number over time. The current body donor profile at McGill University is likely to be a male in his 70's and likely to speak French at home. However, the strong connection of the University with the Anglophone community of Montréal is reflected by the significantly higher proportion of English-speaking donors when compared to the general population of the city. In regard to legislation, it appears that the most recent legislations did not affect the rate of procurement. However, when legislations were embraced by religious institutions in 1883, there was a 261% increase in bodies sent for dissection, over the following two decades. 相似文献
9.
Kerry Purdue Keith Ballard Jude MacArthur 《International Journal of Early Years Education》2001,9(1):37-49
This paper addresses some issues relating to the inclusion and exclusion of young children with disabilities in regular early childhood settings. Statements from parents, early childhood educators and support staff are analysed and presented as representing a number of discourses that are the context within which disability and provisions for children with disabilities are created. Exclusionary discourses include a theme of disability as difference, whereby disabled children are considered not to be the responsibility of ordinary early childhood educators or services. Inclusionary discourses, on the other hand, have as a central theme the 'humanness' of disabled children, supporting a rights discourse and a view of disabled children as belonging in ordinary early childhood settings. Cet article s'adresse àdes sujets concernant l'inclusion et l'exclusion des jeunes enfants incapacités dans les milieux ordinaires de la première enfance. Les discours des parents, des éducateurs de la première enfance et du personnel de soutien sont analysés et présentés comme représentant de nombreux discours qui sont le contexte dans lequel l'incapacitéet les services spécialisés pour les enfants incapacités sont créés. Les discours de l'exclusion incluent un thème de l'incapacité comme la différence par laquelle les enfants incapacités ne sont pas considérés comme la responsabilitédes éducateurs ou des services ordinaires de la première enfance. En revanche les discours de l'inclusion ont l'humanitédes enfants incapacités comme un thème principal, soutenant un discours de droits et une opinion des enfants incapacités comme faisant partie des milieux ordinaires de la première enfance. Este art ¤ Iculo discute cuestiones relacionados con inclusión y exclusión de nin~os incapacitados en escenarios preescolar regular. Declaraciones de padres, educadores preescolares y personal soporte estn analizados y presentados como representando un nmero de discursos que estn en el contexto donde incapacidades, y provisiones para nin~os incapacitados, estn creados. Discursos de exclusio´n incluyen un tema de incapacidades como diferencia, donde los nin ¨ os incapacitados no estn considerados como la responsibildad de los educadores o los servicios regulares. Discursos de inclusio´n tienen como tema central 'lo humano' de los nin ¨ os incapacitados, apoyando un discurso de derechos y una vista de nin ¨ os incapacitados como s ¤ I, pertenecen a escenarios preescolar regular. 相似文献
10.
ROGER HARVEY NIGEL LEMON JAYNE SOUTHERN 《European Journal of Engineering Education》1994,19(3):351-363
This investigation examines the career development of a sample of engineers from pre-degree to, in many cases, post-chartered status. Their personal and academic characteristics are evaluated and linked to their effectiveness as professional engineers, as measured by salary rewards. Although these personal and academic factors are commonly believed to be an important component of industrial effectiveness and a valid predictor of future performance, they appear to have only a marginal influence and questionable value as predictive mechanisms. None the less, the study gives insight into the personal motivations and aspirations of engineering graduates and makes a number of recommendations for educationalists. Whenever possible, the findings of this study are compared with those of other authors.
SOMMAIRE La présente recherche examine le profil de carriere d'une echantillon d'inginiéurs et techniciens, depuis la périod precedant l'octroi de la licence jusqu'au moment ou, dans un grand nombre de cas, ils ont obtenu le status d'experts brevetes. Les caractéristiques personnelles et academiques de chacun y sont évaluées et associées a lews capacityés professionnelles, mesurees selon lew niveau de rémunération. Bien que cesfacteurs académiques et professionals soient communement consideréres comme un élement important de leur efficacité industrielle et un indicateur valable de leurs performances futures, ils semblent n'avoir qu'une influence marginals et une valeur douteuse en tant que mécanism de prédiction. La présent etude permet cependant d'eclairer les motivations personnelles et les aspirations des ingénieurs et techniciens diplômés et offre un certain nombre de recommandations aux enseignants. Lorsque les circonstances le permettent, des paralleles sont etablis entres les resultats de cette recherche et ceaux obtenue par d'autres auteurs. 相似文献
11.
Andrea Oxley da Rocha Joao Lins Maués Gabriel Antônio Flores Chies Ana Paula da Silva 《Anatomical sciences education》2020,13(4):467-474
Activities related to body donation programs, such as donor memorial ceremonies, provide the opportunity to complement student training, especially with regard to the ethical and humanistic elements involved in medical training. This study sought to assess the impact of a ceremony in honor of the body donors has on ethical and humanistic attitudes in medical students. Medical students were surveyed about their perceptions of changes in themselves, respect for donors and donor families, and their relationship with patients. The effect of the students' contact with the family of the donor was analyzed in students who had contact with the cadaver in the dissection room and had either participated or not participated in the donor memorial ceremony. A total of 370 questionnaires were answered by first-, second-, and third-year medical students at the Federal University of Health Sciences of Porto Alegre in 2017. The students who participated in the ceremony presented more positive responses in relation to commitment to their studies, reflection on death, and positive development of empathy when compared to those who did not attend the ceremony. Most of the students that attended the ceremony suggested the event led to an improvement in the doctor–patient relationship. These results suggest that cadaver dissection with accompanied memorial ceremony involving contact with donor families is an effective means of fostering ethical and humanistic attitudes among medical students from the beginning of the course. 相似文献
12.
The aim of this study was to investigate relations between lexical-semantic processing and two components of reading: visual word recognition and reading comprehension. Sixty-eight children from private schools in Porto Alegre, Brazil, from 7 to 12 years, were evaluated. Reading was assessed with a word/nonword reading task and a reading comprehension task. Lexical-semantic processing was evaluated with a semantic priming experiment. Correlations were conducted in order to examine the relations between semantic priming effects (SPEs) and performance in reading tasks. Regression analyses were performed to test the hypothesis that word reading mediates the relation between semantic priming and reading comprehension. The results showed that SPEs correlated with both word reading and reading comprehension measures. Additionally, partial mediation by word reading was found for the prediction of reading comprehension by SPEs. The results are discussed in the context of reading models and other studies relating semantic priming and reading measures. 相似文献
13.
Angela McFarlane 《Educational Media International》2013,50(3-4):219-227
In 1997 the UK Government introduced a major five‐year programme to support and evaluate the successful use of new technologies in life‐long learning. Known as the National Grid for Learning (NGfL) Strategy, this ambitious vision addresses ICT infrastructure, content and practice. Recent OECD studies suggest that the main issues addressed through the NGfL are common to those being tackled throughout the developed world (OECD 2002). This paper will look at the implications of these strategies for curriculum improvement and reform. A theorisation of the possible relationships between different features of ICT and learning will be offered. Finally the contrast between home and school based use of technologies, and the implications for learning will be considered.Apprentis, apprentissage et nouvelles technologies. En 1997, le gouvernement britannique a lancé un programme d'envergure de cinq ans pour soutenir et évaluer l'emploi réussi de nouvelles technologies dans l'éducation tout au long de la vie. Ce programme est connu sous le nom de la stratégie du National Grid for Learning (NGfL), une vision ambitieuse qui touche à l'infrastructure des TIC, leur contenu et leur pratique. Des études récentes de l'OCDE suggèrent que les buts principaux recherchés par le NGfL sont communs avec ceux recherchés dans tous les pays développés (OCDE 2002). Cet article étudie les implications de ces stratégies pour l'amélioration du curriculum et la réforme et prétend montrer que l'e-mail, les conférences par informatique et le web peuvent potentiellement changer la nature des rapports entre apprenants, enseignants, écoles, communautés locales, nationales et internationales. L'article considère trois perspectives de TIC éducatives: comme outil, soutien pour l'enseignement et agent révolutionnaire et leurs relations avec l'évaluation. Finalement, le contrat entre la maison et l'usage des technologies basées à l'école et leurs implications pour l'enseignement seront considérés.Lerner, Lernen und neue Technikologien. 1997 führte die Regierung des Vereinigten Königreiches ein umfangreiches Fünfjahresprogramm ein, um die erfolgreiche Verwendung neuer Technologien im lebenslangen Lernen zu unterstützen und auszuwerten. Diese als 'National Grid for Learning Strategy (NGfL)' bekannte ehrgeizige Vision ist auf ICT- Infrastruktur,, Inhalt und Übung fokussiert. Neue OECD Studien legen nahe, daß sich die durch das NGfL angesprochenen Hauptfragen jenen, die ¨uberall in der entwickelten Welt gestellt werden, (OECD 2002) gleichen. Dieses Papier betrachtet die Auswirkungen dieser Strategien auf Lehrplanverbesserung und -Reform und wird belegen, dass E-Mail, E-Conferencing und die Nutzung des Web die Art der Beziehungen zwischen Lernenden, Lehrern, Schulen sowie lokalen, nationalen und internationalen Gemeinschaften potentiell verändern können. Dann werden drei Perspektiven von Bildungs-ICT im Verhältnis zur Einschätzung betrachtet: als Werkzeug, als Lernunterstützung und als 'revolutionärer Agent'. Zuletzt wird der Kontrakt zwischen Zuhause und der schulischen Verwendung von Technologien und die daraus sich ergebenden Auswirkungen auf das Lernen betrachtet. 相似文献
14.
Buket Akkoyunlu 《Educational Media International》2013,50(2):165-174
This paper explains the past, discusses the present and makes projections for the future of educational technology in Turkey. Technology has an important role in enhancing educational progress. Therefore, educators need to adapt technology within their field of study. Educational materials such as textbooks, films, radio, television, overhead projectors, video recorders and, of course, computers enrich learning environments in schools. Educational materials motivate students and induce them to study subject matter while providing opportunities for students to access and evaluate information. In Turkey, the use of educational technology in schools has been taken very seriously by the Ministry of National Education since the 1930s. Universities and other institutions are also interested in research and application of educational technology to their own settings. La Technologie de l'Education en Turquie: Passé, Présent et Avenir. Cet article explique le passé et le présent et propose des projections dans l'avenir pour la technologie de l'éducation en Turquie. La technologie joue un rÔle important pour favoriser le progrès en éducation. Aussi les enseignants doivent l'adapter dans leur discipline. Les moyens d'enseignement tels que les livres, les films, la radio, la télévision, les rétroprojecteurs et enfin les ordinateurs enrichissent l'environnement éducatif des écoles. Les moyens d'enseignement motivent les élèves et les incitent À étudier les sujets en fournissant l'occasion pour ceux-ci y avoir accès et d'évaluer l'information en Turquie, l'utilisation de la technologie de l'éducation dans les écoles a été prise très au sérieux par le Ministère de l'Education dès les années 30. Les universités et d'autres institutions s'intéressent aussi aux recherches et aux applications de la technolgie de l'éducation dans leurs domaines. Bildungstechnik in der Türkei: Vergangenheit, Gegenwart und Zukunft. In diesem Beitrag wird die Entwicklung der Bildungstechnologie in der Türkei von der Vergangenheit bis zu Gegenwart dargestellt und ein Einblick in die Planung für die Zukunft gegeben. Technologie spielt eine wichtige Rolle bei der Verbesserung des Bildungsfortschritts. Daher müssen auch Erzieher sie innerhalb ihres Studiengebiets anwenden und anpassen. Bildungsmaterialien wie Lehrbücher, Filme, Rundfunk- und Fernsehsendungen, Einsatz von Overheadprojektoren, Videorekordern und natürlich jetzt auch von Computern bereichern die Lernangebote von Schulen. Bildungsmaterialien motivieren Lernende und bewirken dadurch, dass sie sich schon während des Zusammenstellens von Material durch Zugriff auf Informationen und deren Bewertung mit Inhalten befassen müssen. 相似文献
15.
This paper gives a synopsis of an extensive programme of case studies on real uses of computer-assisted learning (CAL) materials within UK engineering degree programmes. The programme was conducted between 2000 and 2003 and followed a questionnaire-based survey looking at CAL use in the UK and in Australia. The synopsis reveals a number of key messages for academic tutors and authors including students' enthusiasm for notes, self-tests and features to aid visualisation. Publishers should also consider pricing and licensing arrangements suited to the individual user. Cet article donne une synthèse exhaustive des études de cas concernant l'utilisation concrète des logiciels d'enseignement assisté par ordinateur (EAO) dans les études d'ingénieur au Royaume Uni. Ces études, conduites entre 2000 et 2003, sont basées sur l'analyse de questionnaires concernant l'utilisation de l'EAO au Royaume Uni et en Australie. La synthèse révèle un certain nombre de points clés destinés au corps enseignant et aux auteurs, dont notamment l'intérêt des étudiants pour les cours papiers, les exercices d'autoévaluation et les éléments d'aide à la visualisation. Les aspects liés aux coû ts et aux droits d'auteurs devraient aussi ûtre pris en compte par les éditeurs, afin de faciliter l'accès aux logiciels par les utilisateurs individuels. 相似文献
16.
A powerful means to understand young children's normative development in context is to examine their everyday activities. The daily activities of 79 children (3 years old) were observed, for 20 hr each, in their usual settings. Children were selected from 4 cultural groups: European American and African American (Greensboro, United States), Luo (Kisumu, Kenya), and European descent (Porto Alegre, Brazil), evenly divided by social class. Examining children's naturally occurring engagement in school-relevant activities, both in and out of child care, revealed the importance of ecological context. The variation in activities was not explainable simply by cultural group (including race within the United States) or social class, but by the intersection of culture and class. The developmental implications of these findings are discussed. 相似文献
17.
Hannu Räty Kati Kasanen Leila Snellman 《International Journal of Early Years Education》2002,10(2):121-135
By comparing the reasons given for the peer assessments of children at different grade levels, the study set out to examine how children acquire the criteria of the conception of ability represented by the school. A sample of pre-school children, pupils (ages 6-10) of the first, second, third, and fourth grade (N = 112), were presented two tasks. In the free classification task, the children were asked to group their classmates on the basis of similarity; in the team selection task, they were requested to name those classmates whom they would like to have on their team for different academic contests and as playmates. In both tasks, the children were asked to give reasons for their responses. The findings from the team selection task indicated that, by the fourth grade, children have acquired the elements of the school's conception of ability in a fairly clear form. They begin to use comparative criteria and the correctness and speed of performance in the assessment of theoretical skills in particular. In the free classification task, references to academic skills made a clear appearance only as late as the fourth grade, suggesting that the influence of the school extends to the domain of non-academic peer assessment as well. En comparant les justifications fournies par des élèves de différents degrés d'études qui ont essayé d'évaluer leurs camarades de classe, cette étude a voulu mettre au clair de quelle facon les enfants s'attribuent-ils des critères de la conception de la capacité représentée par l'école. Deux tâches ont été donnés aux élèves préscolaires ainsi qu'aux élèves de première, seconde, troisième et quatrième année scolaire (N = 112). Dans un premier exercice de libre classification, on a demandé aux enfants de grouper leurs camarades selon la ressemblance de ceux-ci; dans un deuxième exercice de sélection d'équipes, les enfants ont dû choisir ceux de leurs camarades qu'ils voudraient avoir dans leur équipe pour participer à des concours scolaires les plus divers et ceux qu'ils voudraient avoir comme compagnons de jeux. Dans ces deux tâches les enfants ont dû également justifier leurs choix. Les résultats de l'exercice de sélection d'équipes ont prouvé que, avant de commencer la quatrième année scolaire, les enfants se sont attribués clairement des éléments des conceptions quant à la capacité qui sont celles de l'école même. Les enfants commencent à employer des critères comparatifs, ainsi que la correction et la rapidité de l'acte, pour évaluer surtout des capacités théoriques. Dans l'exercice de libre classification, les allusions aux capacités scolaires ne se sont présentées de facon nette qu'au cours de la quatrième année scolaire. Ce résultat semble indiquer que l'influence de l'école s'étend aussi dans le domaine de l'évaluation non-scolaire de camarades. Comparando las justificaciones dadas por alumnos de diferentes niveles escolares que han tratado de evaluar sus compañeros de clase, este estudio ha querido aclarar de qué manera los niños adoptan criterios del concepto de capacidad representado por la escuela. Se dieron dos tareas a alumnos preescolares y a alumnos del primer, segundo, tercer y cuarto año escolar (N = 112). En un primer ejercicio de libre clasificación, los alumnos tuvieron que agrupar sus compañeros según la semejanza de éstos; en un segundo ejercicio de selección de equipos, los alumnos tuvieron que elegir aquellos de sus compañeros que querían tener en su equipo para participar en diversos concursos escolares y aquellos que querían tener como compañeros de juego. En ambos ejercicios los alumnos también tuvieron que justificar sus preferencias. Los resultados en cuanto al ejercicio de selección de equipos mostraron que, antes de comenzar el cuarto año escolar, los niños han adoptado claramente elementos de los conceptos de la escuela sobre la capacidad. Los alumnos empiezan a servirse de criterios comparativos, de la corrección y la rapidez del acto para evaluar sobre todo capacidades teóricas. En el ejercicio de libre clasificación, las alusiones a las capacidades escolares aparecieron con claridad sólo durante el cuarto año escolar. Este resultado parece indicar que la influencia de la escuela se extiende también al campo de la evaluación no-escolar de compañeros. 相似文献
18.
The authors have designed a number of courses at Arizona State University, which were delivered on the internet and supported with computer conferencing software. In this paper the authors will present an online course, discuss issues relating to online learning environments, reflect on their experiences from teaching online and discuss the findings of the course evaluation. Emphasis of the discussion will be on the pedagogical principles for effective teaching and evaluation of learning in an online environment. Principes de pédagogie et d'évaluation pour l'apprentissage fondé sur le Web Les auteurs ont conçu et élaboré un certain nombre de cours à l'Université d'Etat de l'Arizona qui ont été donnés sur Internet, complétés par des logiciels de conférences. Dans cet article les auteurs présentent un cours en ligne, discutant des problèmes soulevés par les environnements des apprentissages en ligne, réfléchissant sur leurs expériences d'enseignants utilisant ce mode d'enseignement et discutant des résultats des évaluations des cours. L'accent sera mis sur les principes pédagogiques conduisant à un enseignement efficace et à une évaluation de l'apprentissage dans un tel environnement. Grundregeln von Pädagogik und Evaluation für web-basiertes Lernen Die Autoren haben eine Anzahl von Kursen an der Arizona Landesuniversität entworfen, die auf das Internet geliefert und mit Computer-Conferencing-Software unterstützt wurden. In diesem Papier stellen die Autoren einen Onlinekurs vor, behandeln Einzelfragen in bezug auf Onlinelernumgebungen, reflektieren ihre Erfahrungen über das Online-Unterrichten und behandeln die Frage der Kursauswertung. Im Mittelpunkt der Diskussion stehen pädagogische Grundregeln für effektives Lehren und die Überprüfung des Lernens in einer Online-Umgebung. 相似文献
19.
Maj Asplund Carlsson Ingrid Pramling Samuelsson Anna Soponyai Quifang Wen 《International Journal of Early Years Education》2001,9(3):181-191
The purpose of this study was to explore children's (6-7 years) making up of their own stories in different cultures (China, Hungary and Sweden). Ninety-three children were asked individually to tell a story about a dog. They were supposed to invent the story themselves. Qualitative differences in children's life worlds, which could be related to their cultural backgrounds, stood out in the results. The characters used in the children's stories could be summarised in terms of family members, ordinary humans, unusual persons, harmless animals, dangerous creatures, and fantastic characters. The most characteristic events were: play and co-operation, conflicts and fights, death, and exchange of commodities. The Chinese children focused mainly on play and co-operation, while the Hungarian children focused on conflicts and the exchange of commodities. The Swedish children focused on play and death. The results are discussed in relation to traditions and practices of retelling and telling of stories and children's life worlds in different cultures. L'objectif de cet étude est d'explorer la forme dont les enfants (de 6-7 ans) construisent des histoires dans des cultures différentes. On a demandé à 93 enfants de raconter une histoire de leur propre invention sur un chien. Les différences existantes dans l'expérience de vie des enfants, susceptibles d'être mises en rapport avec leur milieu culturel, apparurent dans les résultats. Les personnages des histoires racontées entrent dans les catégories de membres de la famille, personnes ordinaires ou extraordinaires, animaux inoffensifs ou dangereux et personnages de fantaisie. Parmi les actions les plus characteristiques se comptent le jeu et la coopération, les conflicts et les disputes, la mort et l'échange d'objets. Les enfants chinois se sont concentrés sur le jeu et la coopération, les hongrois sur les conflicts et l'échange d'objets et les petis suédois sur le jeu et la mort. On discute les résultats de l'étude à la lumière des traditions, des pratiques narratives et de l'expérience de vie des enfants dans des cultures différentes. El objetivo de este estudio es explorar la forma en que niños (de 6 y 7 años) construyen sus propias historias en diferentes culturas (China, Hungría y Suecia). Se solicitó a 93 niños por separado que contaran una historia de su propia invención sobre un perro. Las diferencias existentes en la experiencia vital de estos niños, pasibles de ser relacionadas con sus respectivos medios culturales, se hicieron evidentes en los resultados. El tipo de personajes que aparecen en las historias entran en las siguientes categorías: miembros de la familia, seres humanos ordinarios o inusuales, animales inofensivos o peligrosos y personajes de fantasía. Entre las acciones más características se cuentan el juego y la cooperación, los conflictos y peleas, la muerte y el intercambio de objetos. Los niños chinos se centran en el juego y la cooperación, los húngaros en los conflictos y el intercambio de objetos y los niños suecos en el juego y la muerte. Los resultados del estudio se analizan en relación a las tradiciones y prácticas narrativas así como a la experiencia vital de los niños en diferentes las culturas. 相似文献
20.
The association of childhood maltreatment and suicide has been extensively examined within the population. Depression figures as a main cause for the elevated suicide rate in advanced ages and is often related to childhood maltreatment. The purpose of the present study was to examine the relationship between childhood maltreatment subtypes and suicide risk, testing geriatric depression as a moderator. This is a cross-sectional study looking at a sample of 449 individuals 60 year s old or older from the Multidimensional Study of the Elderly of Porto Alegre Family Health Strategy, Brazil (EMI-SUS/POA). Childhood maltreatment (Childhood Trauma Questionnaire), geriatric depressive symptoms (Geriatric Depression Scale), and suicide risk (Mini International Neuropsychiatric Interview) were assessed. The subtypes of childhood abuse and neglect were significantly associated with suicide risk. In the multivariate analysis, controlling for age, gender, income, marital status, ethnicity, smoking, and geriatric depression symptoms, all trauma subtypes remained associated with suicide risk with the exception of physical neglect (EA = 3.65; PA = 3.16; SA = 5.1; EN = 2.43; PN = 1.76). The present study showed that childhood maltreatment subtypes predicted suicide risk, and geriatric depression does not directly mediate this relation. 相似文献